Wednesday, 28 April 2021

Principles and practices of assessment

It's publicly known that I'm a big fan of Ann Gravell's work and having previously contributed to Chapter 8 'Technology enhanced teaching and learning' of her 'Principles and Practices of Teaching and Training' book.  During Autumn of 2020 I was delighted to have again contributed to another; Chapter 4 'Using technology for assessment' of her 4th edition of her popular book 'Principles and Practices of Assessment'.  I find it a huge pleasure reviewing draft book chapters and having the opportunity to suggest/recommend further knowledge, practices and possibilities to present the material.  Especially when me and Ann share a similar accessible and practical style.  An added benefit is that I see draft chapter reviewing as a Continuous Professional Development (CPD) opportunity and perhaps test/challenge my expertise.  As well as getting a sneak peak of upcoming content.

Thank you for the special acknowledgment Ann.

Here's some feedback I left on her book on Amazon 'End-to-end guidance on assessment theory and practice, made accessible.'

To my surprise, in the acknowledgements section Ann went on to say:

"I would particularly like to give a huge thanks to Daniel Scott who kept me right regarding the content of the chapter on technology."

As always I'm happy and open in supporting folk in any way that I am able to. 😊

Overall, the following summarises contributions I put forward for the chapter, as well as providing additional literature, frameworks and resources:

  • Chapter structure/flow clarity as Ann had previously identified
  • The role of digital technology in assessment, feedback and quality assurance
  • Online/digital terminology and application - two different meanings - analogue to digital form, then the act of making it available/accessible online - not forgetting stuff can be offline as that can help breakdown what each assessment type can be best used in
  • Alignment of diagnostic, formative and summative assessment principles and methods and how they can be adapted from traditional/conventional to digital/online options
  • Online assessment design - what teachers/assessors need to know/have/prepare for an effective digital/online assessment. Aligning and applying principles and practices from earlier concepts in the book.  Plus, how can they be managed and facilitated
  • Types of digital technologies and how they support assessment types; where and when they may best be used for synchronous and asynchronous situations - allowing readers to determine the best digital/online assessment options for a given educational/training situation/scenario

A near-collaboration

It was also during this time Ann was considering adapting the technology for assessment chapter to become a small specific online assessment book.  I offered to oversee as an editor for the online assessment book, or generally collaborate as it would be great to work with Ann.  I encouraged the individual book for it's timeliness and serves an immediate business need for the publisher.  Especially as many educational organisations look to planning further online assessments and feedback opportunities for the coming months.  Furthermore, as Ann and I have said before; there is little/no practical and accessible publications in the sector to support this topic!

This led onto a enthusiastic phone chat about a collaborative project between us, a brand new book based on online learning, teaching and assessment.  In which I would take lead on the digital and online aspects whilst Ann would focus on the principles of teaching and assessment elements.  But sadly her publisher didn't pursue it in the end.  Hopefully in the future me and Ann will have another opportunity to work together, even if small and from afar.  Combining our passion for supporting beginners/newcomers and accessible and practical approaches, is surely to be a fitting collaboration.